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Evaluating Experiential Learning versus Traditional Instruction for Snakebite Treatment Protocols in Toxicology Training.

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    • Abstract:
      Background: In contemporary medical education, students must possess multifaceted skills including critical thinking, practical applications, and effective communication. This study explored the integration of role play, an innovative teaching method, in teaching snakebite treatment protocols in the toxicology curriculum for medical students. Materials and Methods: Using a case–control study design, 122 2nd-year Batchelor in Medicine and Batchelor in Surgery students were divided into two groups: A control group receiving conventional interactive lectures and a case group exposed to role-play activities following lectures. This study assessed cognitive and psychomotor domains through written exams and objective structured practical examinations, respectively. Feedback questionnaires gauged students' perceptions of role-play effectiveness. Results: The results indicated a significant improvement in academic performance and skill demonstration among students exposed to role-play. Feedback from participants overwhelmingly supported the utility of role-play in enhancing the understanding, participation, and practical application of toxicology concepts. Conclusion: This study underscores the efficacy of role-play as a pedagogical tool in toxicology education, offering valuable insights for curriculum enhancement. [ABSTRACT FROM AUTHOR]
    • Abstract:
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